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Highlights the Roles of Such Major Political Leaders As Sun Yatsen, Chiang K'ai'shek, Yuan Shih K'ai, Mao Tse'tung, and Chou En'lai

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Highlights the Roles of Such Major Political Leaders As Sun Yatsen, Chiang K'ai'shek, Yuan Shih K'ai, Mao Tse'tung, and Chou En'lai DOCUMENT RESUME ED 051 017 SO 001 200 AUTHOR Husum, Carol TITLE Syllabus for Use in Mcdern Chinese History. INSTITUTION Toledo Public Schools, Ohio. SPONS AGENCY Office of Education (DREW) , Washington, D.C. PUB DATE 69 NOTE 47p.; A project of the Chinese Russian Study Center EDRS PRICE EDRS Price MF-$0.65 HC-$3.29 DESCRIPTORS Area Studies, *Asian History, *Chinese Culture, *Ccmmunism, Cross Cultural Studies, *Curriculum Guides, Foreign Relations, Government (Administrative Body) , History Instruction, Humanities, Nationalism, Non Western Civilization, Political Power, Secondary Grades, Social Change, Social Studies Units, Social Systems, *World History IDENTIFIERS Asian Studies, *Chinese History, Diplomatic History, ESEA Title 3, Nationalist China, People's Republic of China, Political History, Revolution ABSTRACT This syllabus, for use in a one semester course on the history of modern China, covers the period from the Manchu domination in 1644 to the present. The course is designed to create an interest in China, emphasizing the social and cultural aspects of history, as well as the political and economic dimensions. A narrative summary of course content is divided into these two major periods: 1) The Ch'ing Dynasty to 1911, and 2) The Republic. The first section presents an overview of significant events and influential leaders, noting such topics as: the Manchu influence, Chinese cultural traditions, geographic factors, Western influence, religion, foreign relations (especially with Britain, the United States, Japan), nationalism, and reform movements. The second section is devoted to the development of the People's Republic of China and highlights the roles of such major political leaders as Sun Yatsen, Chiang K'ai'shek, Yuan Shih k'ai, Mao Tse'tung, and Chou En'lai. Listed are the objectives to be developed through methods of lecture, student discussion, projects, and integrated cultural activities. Curriculum materials, including five main textbooks, supplemental books, films, filmstrips, overhead transparencies, and recordings are given. SO 001 201 describes a related course in Imperial Chinese History. (Author/JSB) U S DEPARTMENT OF HEALTH. EDUCATION d WELFARE OFFICE OF EDUCATION rim4 THIS DOCUMENT HAS BEEN REPRO DUCED EXAC1LY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIG- INATING IT POINTS OF VIEW OR OPIN IONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EOU LC\ CATION POSITION OR POI 'CY CHINESE-RUSSIAN STUDY CENTER Toledo Public Schools Toledo, Ohio Syllabus for use in Modem Chinese History as prepared by Carol Husum, 1969-1970 Frank mok, Superintendent of Schools Norman Klee, Project. Director A PAM. ilattablished under Title XXI $1.S. Z. A. 14, S. Office of Education v-4 C.) INTRODUCTION r-4 kr\ This one semester course on the history of modern China begins with CD C:3 the Manchu domination of 1644. Although technically part of Imperial China, L1J the Ch'ing dynasty saw the decline of such ancient Chinese traditions as the family, the gentry, the educational system, Confucianism as well as the withering away of the influence of the dynasty itself. Some contact with the West had begun during the previous Ming dynasty, but only toa limited degree and on Chinese terms. All this changed under the Manchu. Western penetration was the catalyst which for better or worse, succeeded in planting China in the modern age. Again while a hiStory of modern China might logically begin with the establishment of the Republic, the abolition of the monarchy in China, like many other reform or revolutionary movements, was not spontaneous, but rather one of a series of events which gained momuntum after the Opium Wars of 1841 until 1911. The revolutionary movement itself did not cease with the abdication of the ruler but continued until the Communist takeover of the mainland and, in fact still exists today. In studying any period of history, it is important to understand the 'rends and relationships which give meaning to that period. One cannot have a complete picture of modern China without understanding her cultural heritage. There is also some value in anticipating possible consequences rE of events and actions taking place in the present era. In offering such a prognosis, one perhaps compensates for the lack of accuracy by an increased awareness of and concern for the manner in which manIs actions can determine Ls and influence his future. The study of modern China is particularly appropriate for an analysis of our own culture and can be valuable, not only for understanding a culture which has great influence in today's world, but as an aid in seeing ourselves through the eyes of another mature and perhaps better understanding ourselves Li 2 -2- because of this added perspective. I might also say at this point that just as China has been shrouded inmystery for those of us in the West, so we have been inadequately understood by her. This course has been designed to createan interest in China, emphasizing the social and cultural aspects of history,as well as the political and economic dimensions. In a one semester course, obviouslythere is much that cannot be treated in depth. This need for selection, however, allows the teacher considerable latitude inselecting topics which meet the specific needs of particular classes. Therefore, the following objectives andcourse description are offered solelyas a guide and will be revised in the light of classroom experience. 3 -3- I STUDENT OBJECTIVES 1. To.understand that China has a rich culturalheritage which influences that nation today. I 2. To understand that geography,as well as cultural tradition, has tended to isolate China from the rest of theworld. I 3. To realize that geographical conditionsplay a vital part in China's standard of living and way of life today. 4. To recognize the impactwhich the West had upon China. I 5.To understand the difficulties involved inbringing about social and economic reform. 6. To understand the concept of multiple causationin history and its application in China. 7. To appreciate the role of the individual inthe course of history. f 8. To realize the reasons for the Nationalist-Communistsplit and to understand the need for discoveringan equitable solution to the "China Problem." 9. To understand the interrelationships of Chinawith her Asian neighbors. 10. To recognize the need for mutual understanding. 11.To realize that in spite of his differencesman has very much in common which is much more important to him. 1 4 METHODS The basic teaching methods used are a combination of lecture and student discussion. To encourage active student participation and to provide for a more meaningful learning experience, the students are required to do semester creative project or research paper on a topic of their awn choosing. Provision is made for the use of audio-visual materials and for extra- curricular activities such as the celebration of Chinese festivals and participation in the International Parade in Toledo to stimulate the learning experience. Guest lecturers have also been used very effectively in treating special topicz such as Chinese religions and the history of art in China. 5 -5 - MATERIALS Textbooks 1. CHINA SINCE 1800 by John A. Harrison; Harcourt, Brace and World 2. CHINA by Hyman Kublin; Houghton Mifflin Company 3. CHINA: SELECTED READINGS by Hyman Kublin; Houghton Mifflin Company 4. PEKING'S RED GUARD by Stephen Pan and Raymond deJaegher; Twin Circle Publishing Company 5. AS PEKING SEES US by Yuan -li Wu; Hoover Institution Press, Stanford University Sttaemental books 1. THE AGELESS CHINESE by Dun Jen Li; Charles Scribner's Sons 2. THE CHINESE: THEIR HISTORY AND CULTURE by Kenneth Scott Latouretti; Macmillan Company 3. CHINA'S CULTURAL LEGACY AND COMMUNISM edited by Ralph C. Coizier; Praeger 4.SOURCES OF CHINESE TRADITION by William Theodore DeBary; Columbia University Press 5.SOUL OF CHINA by Amaury de Riencourt 6.SPIRIT OF CHINESE POLITICS by Lucian Pye 7. ASIAN STUDIES INQUIRY PROGRAM; Field Educational Publications a. Life in Communist China b. Chinese Painting c. Chinese Popular Fiction d. China and the United States e. East Meets West f.Man and Woman in Asia g. Cultural Fatter= in Asian Life h. Man and His Environment in Asia i. Buddhism j Confucianism and Taoism 8. HORIZON SERIES; American Heritage Publishing Company a. History of China b. The Arts of China Audio-Visual Materials 1. Films - 16 mm. - sound a. RED CHINA DIARY Part I; Hd, 30 min. b. RED CHINA DIARY - Part II; Rd, 30 min. c. MAO TSE TUNG; McGraw-Hill, BW, 26 min. d. PEIPING FAMILY; International Film Foundation, BW, 22 min. e. CHINA: SEARCH FOR NATIONAL UNITY, 1800-1927; Encyclopaedia iritannica, Efg, 29 min.. f. CHINA: CIVIL WAR AND INVASION, 1927-41; Encyclopaedia Britannica, BW, 22 min. g. CHINA: RISE OF COMMUNIST POWER, 1941-67; Encyclopaedia Britannica, BW, 29 min. 2. Filmstrips a. THE WORLD'S GREAT RELIGIONS; Life Filmstrips, color 1. Buddhism 2. Confucianism and Taoism b. PEKING:THE FORBIDDEN CITY; Life Filmstrips, color, 65 frames c. COMMUNIST CHINA AND WORLD AFFAIRS; Current Affairs Films, Di, 40 frames d. CHINA AND HER NEIGHBORS SERIFS; McGraw-Hill, color 1. China: Past and Present 2. China:Life in the cities 3. China:Life in the country 4. China: Industry and communications 7 -6A- e. RISE OF CIVILIZATION SERIES; EncyclopaediaBritannica, color 1. The rise of Chinese Civilization f. A JOURNEY IN CHINA; Common Ground Filmstrips,color, 26 frames g. BACKGROUND FOR TODAY'S CHINA; Bee Cross-media,Inc., color, 54 1. City Life, Transportation, Crafts,Local Trades 2. Agriculture and Village Life 3. Cultural Life h. TAIWAN, THE REPUBLIC OF CHINA.; Bee Cross-media,Inc., color, 55 frames i. HMG KONG; Bee Cross-media, Inc., color, 66frames 3. Overhead Transparencies a. PROBLEMS OF DEMOCRACY: COMMUNIST CHINA:A GEOPOLITICAL STUDY; Popular Science Pub. Co., 1. People's liberation movement 2.
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